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Pregled bibliografske jedinice broj: 990112

Does physical space marking promote multiculturalism in school settings?


Jelić, Margareta; Čorkalo Biruški, Dinka; Pavin Ivanec, Tea; Tomašić Humer, Jasmina; Pehar, Lana
Does physical space marking promote multiculturalism in school settings? // ISPP at 40: Revisiting core themes of tyranny, intergroup relations and leadership
Edinburgh, Ujedinjeno Kraljevstvo, 2017. str. 58-58 (poster, međunarodna recenzija, sažetak, znanstveni)


Naslov
Does physical space marking promote multiculturalism in school settings?

Autori
Jelić, Margareta ; Čorkalo Biruški, Dinka ; Pavin Ivanec, Tea ; Tomašić Humer, Jasmina ; Pehar, Lana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
ISPP at 40: Revisiting core themes of tyranny, intergroup relations and leadership

Mjesto i datum
Edinburgh, Ujedinjeno Kraljevstvo, 29.06.2017-02.07.2017

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Physical space marking, ethnic symbols, multiculturalism, minority education

Sažetak
In multicultural settings where ethnic minorities practice their right to mother tongue education, schools represent the key mechanism for preserving and enhancing ethnic identities of majority and minority youth. However, physical environment in which majority/minority interactions take place is under-investigated topic. A unique context of the study in Croatia where minority youth (Czechs, Hungarians, Italians and Serbs) attend separate minority schools in their respective languages and majority (Croats) go to schools in Croatian language allows us to explore whether school environment plays a role in promoting multiculturality. Using systematic observation of school physical space, we analysed ethnic symbols of majority and minority ethnic groups present in 21 schools. Additionally, in a series of 26 focus groups with majority and minority children of age 11-18 years we explored whether and how children perceive ethnic symbols in their schools and how this shapes their identity and intergroup attitudes. Results of systematic observation suggest that representation of ethnic symbols in schools vary depending on the settings, ranging from moderately represented in harmonious intergroup settings to highly represented in post-conflict intergroup setting. Categorisation of ethnic symbols showed that the most represented category includes symbols of majority's cultural heritage followed by representatives (famous contemporary or historic figures) of minority ethnic group. In a post-conflict intergroup setting, we found extensive representation of symbols related to recent conflict, whereas in the most harmonious intergroup settings regional symbols prevail. Results of focus groups confirm that schools’ physical environment reflects school climate regarding intergroup relations and promotion of multiculturalism

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Osijek,
Filozofski fakultet, Zagreb,
Učiteljski fakultet, Zagreb